Grade 10 Physics - 2021 - Term 3

MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME

PHYSICS
TERM 3
GRADE 10
WEEK 1 LESSON 1
TOPIC: Types of Waves
Pulses are disturbances and the type of pulse obtained depends on what causes the disturbance
and what is being disturbed. A continuous production of pulses gives rise to a progressive wave.
Progressive waves are caused by vibratory motion.
This can be demonstrated using a spring or slinky.
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Classes of waves: Transverse and Longitudinal
Transverse waves
Transverse waves are ones in which the displacement of the particles is at right angles to the
direction of travel of the wave motion.
If one end of a slinky is clamped stationary and the other end is waggle side to side, you will see
the slinky moving in the same way as your hand movement. The wave moves in one direction
and the oscillations of the slinky are perpendicular to that direction.
Longitudinal waves
Longitudinal waves are ones in which the displacement of the particles is in line with or parallel
to the direction of travel of the wave motion.
If you push and pull one end of the slinky repeatedly you will notice that the parts move
backwards and forwards in line with the direction in which the wave is moving.
2
A ripple tank can also be used to observe waves.
If a pencil is dipped into the water without touching the bottom or shaking the tank, the pulses
create waves which have a circular wavefront.
If a bar (for example, a straight piece of wood) is used, the waves produced are called plane
surface waves in water.
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PHYSICS
TERM 3
GRADE 10
WEEK 1 LESSON 1 Worksheet
1 Differentiate between longitudinal and transverse waves.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Select the letter next to the correct answer for each of the following questions.
2 The particles of the medium are in periodic motion, perpendicular to the direction of
propagation of the energy.
Which of the following terms is defined by the above statement?
(A) longitudinal pulse (B) longitudinal wave
(C) torsional pulse (D) transverse wave
4
The following diagram shows different points labelled on a wave.
3 Which one of the labelled points is in phase with point H?
(A) K (B) L (C) O (D) P
4The particles of the medium are in periodic motion parallel to the direction of propagation of
the energy.
Which of the following terms is defined by the above statement?
(A) longitudinal pulse (B) longitudinal wave
(C) torsional pulse (D) transverse pulse
5 A transverse wave is travelling through a medium. The particles of the medium are moving
(A) parallel to the direction of travel of the wave

(B) antiparallel to the direction of travel of the wave
(C) perpendicular to the direction of travel of the wave
(D) backwards and forwards in the direction of travel of the wave
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PHYSICS
TERM 3
GRADE 10
WEEK 1 LESSON 2
TOPIC: Wave Parameters
Amplitude, a, is the height of a crest or the depth of a trough measured from the undisturbed
position. It is the maximum displacement of a particle from that position.
Speed, v, is the distance moved forward by a crest or trough in one second. This is the speed of
propagation or travel of the wave.
Frequency, f, is the number of waves passing any given point in one second or the number of
complete vibrations made in one second.
Wavelength, λ, is the distance between two adjacent or successive crests or troughs
Period, T, is the time taken for a particle to make one complete to and fro oscillation.
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Wave speed, wavelength and frequency are related by the equation
Speed = frequency x wavelength

v=fλ
where speed is measured in metres per second (ms-1) ;
frequency is measured in hertz (Hz) or s-1 ;
wavelength is measured in metres (m)
The period of a wave and its frequency are related by the equation:
𝟏
Period =
𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚
𝟏
T=
𝒇
where period is measured in seconds (s) and

frequency is measured in hertz (Hz) or s-1.
Worked examples
1 A wave has frequency of 50 Hz and a wavelength of 10 m. What is the speed of the
wave?
Speed = frequency x wavelength

v=fλ
v = 50 Hz x 10 m
v = 500 ms-1
2 A wave has frequency of 5 Hz and a speed of 25 ms -1. What is the wavelength of the
wave?
v=fλ
λ= =
λ=5m
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3 A wave has wavelength of 10 m and a speed of 340 ms -1. What is the period of the wave?
v=fλ
f= ==
f = 34 s-1 or 34 Hz
T= =
T = 0.03 s
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PHYSICS
TERM 3
GRADE 10
1 The wavespeed equation is given as v = λf. Complete the table below relating to variables
of this equation.
Quantity symbol Quantity term Unit Unit symbol

v Wavespeed
λ metre
f Hz
2 A wave with a frequency of 14 Hz has a wavelength of 3 m. At what speed will this wave
travel?
3 The speed of a wave is 65 ms-1. If the wavelength of the wave is 0.8 m, what is the
frequency of the wave?
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4 A wave with a frequency of 500 Hz is travelling at a speed of 200 ms -1. What is the
wavelength?
5 A period of 0.005 s yield a frequency of ___________.
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PHYSICS
TERM 3
GRADE 10
WEEK 1 LESSON 3
TOPIC: Graphs representing waves
There are two types of graphs that can be drawn to represent a wave.
1. The displacement – position graph

2. The displacement – time graph
The displacement – position graph is like a photograph of a transverse wave at one instant in
time. It gives information about the displacements at different positions along the wave train at a
particular instant.
A displacement – position graph provides the amplitude and wavelength of the wave.
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A displacement – time graph shows the behaviour of a single particle over a period of time. It
shows how the displacement of the particle changes as a wave passes.
A displacement – time graph provides the period of the wave. The frequency can be calculated
by inversing the value of the period.
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PHYSICS
TERM 3
GRADE 10
1 The property of the wave which is labelled x in the diagram is called the
(A) amplitude (B) frequency
(C) velocity (D) wavelength
2 A wave train is shown below.
The wavelength is equal to the length of
(A) the line segment PQ

(B) the line segment PR
(C) the line segment PS
(D) the line segment SW
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3 Which of the following properties of a wave is independent of all the others?
(A) amplitude (B) frequency
(C) period (D) velocity
4 The following diagram shows a transverse wave. Use a ruler to take any necessary
measurements.
The wavelength of this wave is approximately
(A) 2 cm (B) 4 cm (C) 6 cm (D) 12 cm
5 The following diagram shows a transverse wave. Use a ruler to take any necessary
measurements.
The amplitude of this wave is approximately
(A) 1.5 cm (B) 4 cm (C) 6 cm (D) 12 cm
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Questions 6 – 8 refer to the wave shown below.
6 What is the amplitude of the wave? __________

7 What is the period of the wave? ____________
8 What is the frequency of the wave? _________
Questions 9 and 10 refer to the wave shown below.
9 The amplitude of the wave is ________.

10 The frequency of the wave is ________.
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PHYSICS
TERM 3
GRADE 10
WEEK 2 LESSON 1
TOPIC: Behaviour of water waves
Reflection – the bouncing off of a wave from a barrier. Only the direction of the wave changes
during reflection.
The source O corresponds to the object and the virtual source I of the reflected waves
corresponds to the virtual image formed by a plane mirror. OM = MI and IO is at right angles to
the reflector.
Refraction – the change of direction of a wave as it passes from one medium to another. During
refraction, there is a change in speed, direction and wavelength, but not the frequency.
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Diffraction – is the spreading of waves which occurs when a wave goes around an obstacle or
through a gap. There is only a change in direction, not in velocity, frequency or wavelength.
A wide gap produces wavefronts that are straight except for a slight edge curvature. A narrow
gap produces circular wavefronts.
Interference – the interaction of two or more waves of the same frequency emitted by coherent
sources.
If the waves are in phase, they may reinforce one another (constructive interference). If they are
out of phase, they tend to cancel each other out (destructive interference).
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PHYSICS
TERM 3
GRADE 10
Briefly define the terms: reflection, refraction, diffraction and interference as they relate to
waves.
Reflection: ____________________________________________________________________
______________________________________________________________________________
Refraction:____________________________________________________________________
______________________________________________________________________________
Diffraction:____________________________________________________________________
______________________________________________________________________________
Interference:__________________________________________________________________
______________________________________________________________________________
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The figures below show the same wave striking a plane reflecting surface and incident on a small
gap in a plan, reflecting surface respectively. Complete the diagrams to show the wave (i) after
reflection and (ii) after passing through the gap.
Reflection Diffraction
The figure below shows the same wave approaching the gap which has been increased to five
times its original size. Complete the figure to show the wave after it has been passed through the
gap.
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PHYSICS
GRADE 10
WEEK 2 LESSON 2
TOPIC: Sound Waves – Production and Propagation
Vibrating systems produce sound. The table below gives examples of musical instruments and
the vibrating system linked with them.
Musical instrument Vibrating system

Guitar Strings
Drum Stretched skin
Flute Column of air
Whistle (without ball) Air
Tuning fork Prongs
The vibrating systems affect the particles of the medium in which they vibrate. Sound is
propagated as a longitudinal wave and the sound energy moves in a set of compressions and
rarefactions.
Sound waves cannot be transmitted through a vacuum since it requires particles or matter to be
transmitted.
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Activity to demonstrate that sound is not transmitted in a vacuum.
1. Hang an electric bell under a bell jar using flexible cords. An electric bell with a visible
hammer and gong is preferred but any type can work, even an alarm clock.
2. Connect the electric bell to an external power source with a switch.
3. Seal the bell jar to a flat piece of metal using grease or sealing wax. The metal plate
should have an outlet to which a vacuum pump is connected.
4. Close the switch and observe the hammer. Listen for a sound from the electric bell.
5. Now turn on the vacuum pump and while the pump is removing the air, observe the
hammer and listen to the bell.
Before the vacuum pump is turned on, air is in the bell jar. A sound is heard as the hammer hits
the gong. However, when all the air is pumped out of the bell jar, no sound comes from the bell
even though it can be seen that the hammer continues to strike the gong. This shows that sound is
not transmitted in a vacuum and a material medium is necessary.
Some air may remain under the jar and result in a faint sound being heard. Incomplete damping
may also result in some sound escaping.
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PHYSICS
GRADE 10
1 Fill in each of the blanks with an appropriate word.
Sound is made when objects ______1_______. For example, in the guitar it is the
_______2______ which ______3_______, in the tuning fork it is the __________4________
which _______5________.
Sound is transmitted as a _________6_________ wave. When sound passes through a medium it

does so by a series of ________7_________ and __________8___________. Sound can be
transmitted through solids, _________9__________ and _________10__________ but it cannot
be transmitted through a __________11__________.
2 Describe a simple experiment to demonstrate that sound requires a medium to be

transmitted.
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PHYSICS
GRADE 10
WEEK 2 LESSON 3
TOPIC: Properties of sound waves
The frequencies detectable by the human ear are in the range 20 Hz to 20 kHz. However, the
exact range will vary from person to person. The range of audibility decreases with age.
Sound can be classified as either a pure note, a musical note or noise. When the sound is
composed of a single frequency, these are usually pleasing to the ear.
Musical notes have three properties:
1. Pitch
2. Loudness
3. Quality
The pitch of a note refers to its position in a musical scale. It is a measure of how high or low the
note sounds. The pitch is related to the frequency of the wave. As the frequency increases, the
pitch also increases.
Loudness: this is the magnitude of the sensation produced when a sound reaches the ear. The
loudness is related to the amplitude of the wave. The larger the amplitude of the vibrating source,
the louder is the sound heard.
Quality: this property distinguishes between musical notes of the same frequency played on
different instruments. The way an instrument sounds is called its quality or tone.
Sound may be a mixture of frequencies which are not overtones and may be unpleasant to the
ear. It is then classified as noise.
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PHYSICS
GRADE 10
Fill in each of the blanks with an appropriate word.
The range of frequency detected by the human ear is from _______1________ to

_________2_______. When we increase the frequency of a sound, the _______3________ of the
sound increases. If the amplitude of the sound increases, the _______4_______ of the sound
increases. When the overtones of a note varies, the ________5_________of the sound varies.
The _______6_______ of a sound is the magnitude of the sensation produced when a sound
reaches the ear. The ________7________ of a sound is how high or low the note sounds or is
positioned in a musical note. The way an instrument sounds is called its tone or
________8______.
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PHYSICS
GRADE 10
WEEK 3 LESSON 1
TOPIC: Speed of sound
The speed of sound is approximately 300 ms-1. This value may be higher and depends on the
temperature and pressure of the air.
Sound travels slower than light (speed of light is approximately 3 x 10 8 ms-1).
Measuring the speed of sound using echoes.
1. Stand 100 m at right angles to a large wall.

2. Make a sharp clapping sound by striking two blocks of wood against each other.
3. Adjust the rate of clapping in such a way that a clap coincides with the return of the echo
from the wall. Maintain this rate of clapping.
4. Starting at zero as a stopwatch is started, count the number of claps and stop the
stopwatch at 50 or 100 claps.
𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒕𝒓𝒂𝒗𝒆𝒍𝒍𝒆𝒅
Use the formula, speed = to calculate the speed of sound.
𝒕𝒊𝒎𝒆 𝒕𝒂𝒌𝒆𝒏
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Example of calculation:
Distance from wall = 100 m
Distance sound travels = 200 m
Time taken for 50 claps = 30.3 s
.
Time interval between claps = = 0.606 s
speed =
speed = = 330 ms-1

.
Worked example
Someone is standing 1 km away from a church. Estimate the time taken for the sound of the
church bell to reach the person. [Use speed of sound = 33 m s -1]
1 km = 1 000 m
Using formula, speed =
Time taken = = = 3.03 s
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PHYSICS
GRADE 10
1 A person standing 45 m from the foot of a tall cliff claps his hand and hears an echo
0.25 s later. Calculate the velocity of sound in air.
2 In a simple experiment to determine the speed of sound, the student with a stopwatch
stands on a flat stretch of sand and a teacher standing at a measured distance of 400 m
fires a pistol. The student starts his stopwatch when he sees the flash of the pistol and
stops it when he hears the sound of the shot. The time intervals, in seconds, obtained for
three experiments are: 1.0, 1.2 and 1.1.
Calculate a value for the speed of sound in air.
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PHYSICS
GRADE 10
WEEK 3 LESSON 2
TOPIC: Behaviour of sound waves
Reflection of sound waves

Sounds waves can be reflected just like any other wave. Smooth and rigid surfaces cause the
strongest reflections. The reflected sound waves are called echoes.
Activity to demonstrate the reflection of sound
Mount one of the cardboard tubes in the retort stand. Direct the tube towards a smooth hard wall
surface. Put the watch at the end of the tube away from the wall. Mark where the beam is
expected to strike the wall.
Use the other tube to detect where the reflected sound should be. Do this by directing one end of
the tube at the spot on the wall where the beam of sound from the watch is expected to strike the
wall. Then with this end directed at the wall, put your ear at the other end of the tube and move
the tube around until you get a position where the reflected sound is heard the loudest.
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Refraction of sound waves
Sound waves can change direction when they move from one material to another due to a change
of speed. When sound moves through different layers of air, the sound waves bend as they travel
through layers of air at different temperatures. This effect is most noticeable at night when the air
near the ground is cooler than the air above it.
Sound waves can follow a curved path through a temperature gradient.
Diffraction of sound waves

Sound waves are easily diffracted by larger gaps due to a large wavelength. Sound waves will
spread as they pass through doorways or around corners as their wavelength is similar to the size
of these gaps.
Interference of sound waves

When two sound waves meet, they interfere. The waves are superimposed on top of each other.
If the two sources producing an identical signal are used then this effect can be detected. Two
loudspeakers connected to the same source will form an interference pattern in front of them.
This pattern will have regions where the waves destructively interfere and no sound will be
heard. There will also be regions where the two waves constructively interfere and the sound will
be louder than normal.
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PHYSICS
GRADE 10
Fill in each of the blanks with an appropriate word.
Sound is a wave and therefore exhibits all properties of waves. It can therefore be
___________1_________, ___________2____________, ____________3__________ and it
shows interference. We sometimes hear an echo of a sound. This is possible because sound
exhibits the property of ________4_________. On a day when the ground is very hot and the
lower layers of the air are the hottest, it is more difficult to hear over long distances. This
happens because sound exhibits the property of _________5_________. The sound waves are
_________6_________ upwards away from the ground. Sound can be heard coming from a
building on the far side and sound coming from an open door can be heard in any direction. This
is true because sound exhibits the property of _________7____________.
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PHYSICS
GRADE 10
WEEK 3 LESSON 3
TOPIC: Ultrasound
High frequency sounds (above 20 kHz) are not detectable by humans and so are called
ultrasound. The Latin word ultra means ‘beyond’. Animals such as bats and dolphins produce
ultrasound pulses to detect obstacles.
Ultrasound behaves in the same way as ordinary sound. The effect that is most often used,
however, is that of reflection. It would be extremely difficult to produce the other effects
practically, since the wavelengths involved are so very small.
Ultrasound is used to determine the depth of bodies of water. The frequencies used in depth –
sounding are high, at about 50 kHz. The high frequency means that the wavelength is very short,
so that there is little diffraction or spreading of the ultrasound wave energy. This means that a
beam of ultrasound energy can be made more directional; it can be ‘aimed’ much better than
ordinary sound.
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Another important application of ultrasound is in medical imaging. It is also used in medicine
very routinely nowadays to provide images for diagnoses and for monitoring. The gender of a
foetus of an unborn child can be predicted with the use of ultrasounding.
Worked example
A ship sends a pulse of ultrasound and receives an echo 0.3 seconds later. If the speed of sound
in water is 1500 ms-1, calculate its depth.
Speed =
Distance = Speed x Time taken
Distance = 1500 ms-1 x 0.3 s = 450 m
Depth = ½ x Distance = ½ x 450 m = 225 m
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PHYSICS
GRADE 10
Ultrasound maybe used in determining the growth of a baby in its mother’s womb. Sound pulses
are directed towards the baby’s skull and reflected pulses echoes from the front and back of the
baby’s skull are detected and displayed on an oscilloscope screen, as shown below.
(a) In terms of the distances a and d, write an expression for
(i) the distance travelled by the sound pulse after reflection from the front of the skull to the
sound detector.
(ii) the distance travelled by the sound pulse after reflection from the back of the skull to the
sound detector.
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(b) The oscilloscope screen shows that the time between the first and second echo is 0.11 ms.
The speed of the sound pulses is 1200 ms -1.
(i) Determine the difference in distance travelled between the first and second echo.
(ii) the diameter, d, of the baby’s skull.
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PHYSICS
GRADE 10
WEEK 4 LESSON 1
TOPIC: Electromagnetic waves (e.m. waves)
Electromagnetic radiation is an example of transverse wave because it involves electric and

magnetic fields oscillating perpendicular to the direction in which the radiation is travelling. All
e.m. waves travel with equal speed in a vacuum. The character of an e.m. wave is determined by
its frequency. Waves in the electromagnetic spectrum are grouped into six major regions based
on their wavelengths or how they are produced.
Common properties of electromagnetic radiation

All e.m. radiations share some common properties and behaviours. All e.m. waves
1. transfer energy from one place to another

2. can be emitted and absorbed by matter
3. do not need a medium to travel through
4. travel at 3.0 x 108 ms-1 in a vacuum
5. are tranverse waves
6. obey the laws of reflection and refraction
7. can be superposed and produce interference effects
8. can be diffracted.
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The Electromagnetic Spectrum
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Sources and Uses of Electromagnetic Waves
Electromagnetic wave Sources Uses

Radio waves Electron movements in Communication such as radio
transmitter circuits of TV and or television. Microwaves are
radio systems used to cook food.
Infra – red radiation Any warm or hot object. Infra – red cameras (often
used for seeing during the
night).
Infra – red thermometers to
measure temperature without
contact.
Visible light Very hot objects. Photography.
Some chemical reactions. Lasers.
Sight.
Ultraviolet light Very hot objects (such as the Forensic science.
Sun). Chemical analysis.
Fluorescent lamps containing Sterilisation of equipment.
mercury.
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Electromagnetic wave Sources Uses
X – rays X – ray tubes which propel Forming images of bones in
fast electrons into metal the body.
blocks. High – energy X – rays can
be used to find damage in
other materials.
Gamma rays Decay of radioactive Cancer treatment
materials. (radiotherapy).
Nuclear explosions. Gamma emitters are used as
Gamma ray bursts from radioactive tracers in
cosmic events such as medicine or other
formation of black holes. applications.
Sterilisation of equipment or
some food.
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PHYSICS
GRADE 10
Five kinds of electromagnetic radiations are given below. Choose the correct one for each of the
uses in questions 1 to 4.
(A) Infra – red
(B) X – rays
(C) Ultraviolet
(D) Gamma rays
(E) Radiowaves
1 The examination of metal castings for faults
2 The detection of oil painted forgeries
3 Using a radio for communication
4 Checking for injuries to a bone
Use an appropriate word for each of the blanks below.
In a vacuum, electromagnetic waves all have the same ______5_______. Light waves have a
greater ____6____ than radiowaves. Another type of electromagnetic radiation is _____7______
and this found in _____8_________.
The electromagnetic wave with the shortest wavelength is _______9______ and the
electromagnetic wave with the lowest frequency is __________10_________.
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PHYSICS
GRADE 10
WEEK 4 LESSON 2
TOPIC: Theories of Light
For many centuries, much speculation existed about the true nature of light. The debate became
particularly lively in the 17th century when Descartes, a French scientist, formulated two
opposing theories to explain the nature of light. The two theories are the particle theory and the
wave theory. Some of the leading scientists of the time became actively involved in the debate,
either supporting Descartes’ particle theory or his wave theory.
The Particle Theory

Descartes’ particle theory described light as being made up of small particles moving linearly.
He used this assumption to explain refraction and reflection of light. His explanation for
refraction was that when light particles were incident on the surface of separation between two
media, their velocity components in the direction perpendicular to the surface increased as the
particles went from the less dense to the more dense transparent material while that parallel to
the surface remained constant. This resulted in an increase in the resultant velocity and the
bending of light. He theorised that reflection was due to the rebounding of the particles of light
when incident on a barrier.
Descartes’ particulate theory was supported and further developed by Sir Isaac Newton in his
OPTICKS, published in 1704. Newton believed that light was made up of a stream of tiny
particles travelling at very high speeds, in straight lines. The motions of these particles produced
vibrations in the surrounding fluid, called ether, that was thought to fill all of space. The
vibrations were believed to be capable of reinforcing or hindering the motion of the light
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particles. He explained partial reflection at a boundary by saying that the particles which were
reinforced could pass through and those which were hindered were rebounded.
The Wave Theory

Descartes also proposed that light could be due to pressure or action transmitted from the object
seen to the eye through the matter or a surrounding space.
Huygens was another supporter of the wave theory. He thought of light as luminous energy due
to a vibrating source which produced longitudinal waves in all directions in the space around the
source. As the wave touches points in its paths it causes them to vibrate longitudinally sending
out secondary wavelets. The sum of the wavefronts of these secondary wavelets form an
envelope that is the new wavefront of the wave.
Descartes used his particle theory to explain refraction and reflection, but it could not be used to
explain diffraction.
In the 18th century, the debate centered on the more developed theories of Newton and Huygens.
The central issue was that the particle and wave theories predicted opposite effects on the speed
of light going from air to water. Newton predicted that the speed should be greater in the more
dense medium while Huygens predicted it should be less. Support for Huygens’s theory came
from Foucault who actually measured the speed of light in air and water and found that it was
less in water. As a result of Foucault’s experiment, Newton’s theory was discarded in favour of
Huygens’.
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PHYSICS
GRADE 10
1 Research on the theories of light.
Present your findings in a suitable table to compare the theories.
2 Compare the rival theories of light held by the scientists: Huygens, Newton, Young and
Einstein.
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PHYSICS
GRADE 10
WEEK 4 LESSON 3
TOPIC: Young’s Interference Experiment and the Wave Theory
In 1802 Thomas Young performed what is now called the Young’s slits experiment. In this
experiment, two coherent beams of light cross each other’s path to produce an observable
interference patter.
Each slit is needed to cause diffraction and the diffracted beams produce the interference. Where
the wave overlap superposition enables constructive or destructive interference to result in an
unchanging pattern. When crests (or troughs) overlap a bright spot is obtained because there is
constructive interference. When a crest and a trough overlap, darkness or destructive interference
occurs.
We can do a similar experiment as follows (in a room that can be blacked – out)
1. Blackened one side of a glass slide by holding it in the smoke of a candle flame or by
treating one surface of the slide with aquadag.
2. To make the pair of slots, hold two razor blades together with their edges parallel and
pull them along the blackened surface of the glass slide. The slits will be very close
together (less than 0.5 mm apart). Mount the slide in a retort clamp so that the slits are
vertical.
3. Set up a straight filament lamp in another stand about 50 cm in front of the slits so that
the filament is parallel to the slits.
4. Set up (also in the clamp) a sheet of red filter between the lamp and slits.
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5. Make the screen by taping a sheets of greaseproof paper over a stiff cardboard frame
about 20 cm square. Support this screen in a clamp about 1 m behind the plane of the slits
and parallel to it.
6. Check to ensure that the line joining the source and the slits is perpendicular to the plane
of the screen.
7. Switch on the straight filament lamp.
8. Use a high – power magnifier (a thick convex lens) to view the interference pattern from
behind the screen. This pattern should be a series of red and dark bands (which Young
called ‘fringes’).
Young’s slits experiment
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The Resulting Interference Pattern
45
PHYSICS
GRADE 10
1 Describe a simple experiment to demonstrate the interference of light waves.
State TWO precautionary steps that should be taken to ensure the accuracy of the results.
2 Complete the diagram below to demonstrate the interference of waves.
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PHYSICS
GRADE 10
WEEK 5 LESSON 1
TOPIC: Wave – Particle Duality of Light
Prior to the 20th century, scientists regarded particles and waves as having mutually exclusive
properties. Particles were thought to have mass and to occupy definite volumes, while waves
were a means of transferring energy and were spread out in space. Earlier experiments, like
Young’s double slit experiment had shown doubt that light had wave nature. Light exhibited the
known properties of waves.
It was not until the beginning of the 20th century that the idea of light having BOTH wave and
particle properties was considered.
In 1888 the Photoelectric Effect was discovered. When light was shone on some metal surfaces,
free electrons near the surface were emitted. These electrons were emitted almost
instantaneously and the number of electrons emitted increased with the intensity of the light, but
electrons were NOT emitted for all wavelengths of light.
In 1900 Planck introduced the idea that energy is not emitted from a body continuously but in
discrete units called QUANTA (That is, it has a particle nature).
In 1905 Einstein applied the “Quantum theory” to light and used it to explain the photoelectric
effect. In 1916 this theory was supported by experiments done by Millikan.
The wave – particle duality of light was further supported by the fact that spectral lines of
gaseous elements have discrete wavelengths and are caused by quanta or photons of light being
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emitted or absorbed by movement of electrons among discrete energy levels. With conclusive
evidence that light has both particle and wave properties, the dual nature of light is now
accepted.
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PHYSICS
GRADE 10
In the seventeenth century, two conflicting theories concerning the nature of light were put
forward.
State what these theories considered light to be.
Theory A: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Theory B: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Indicate, by ticking the relevant boxes, the properties which these theories can explain. Place an
X in the box if theory CANNOT satisfactorily explain the property.
Property Theory A Theory B

Travels in a straight line
Reflection
Conveys energy
Diffraction
49
PHYSICS
GRADE 10
WEEK 5 LESSON 2
TOPIC: Rays of Light
Diffraction of light
Diffraction occurs when a wave spreads out after passing through a gap or around an obstacle.
This is only observed when the dimensions of the gap or obstacle is comparable to the
wavelength of the wave. Light has a range of wavelengths from about 3 x 10 -7 m to 7 x 10-7 m,
which is extremely small compared to the dimensions of everyday objects. For diffraction of
light to be observed, the gap or obstacle must have dimensions approaching 10 -6 m.
Light rays and shadows
Photons leaving a light source travel in straight lines called rays. These rays are the paths or
directions along which the energy flows.
Evidence that light travels in straight lines is found in the formation of shadows and eclipses, the
formation of images by pinhole cameras and the fact that we cannot see around corners.
A shadow is formed when an opaque object is placed in the path of a beam of light rays. The
type of shadow formed depends on whether the light comes from a point source or an extended
source.
Umbra – the total or sharp shadow behind an opaque object where no light has reached. This
type of shadow is formed by point sources and has a clearly defined outline.
50
Penumbra – the area of a blurred or fuzzy shadow around the edges of the umbra. This type of
shadow is formed by larger, spread out sources of light. It is an area where a small amount of
light has reached.
Shadow formed from point source of light
Shadows formed from extended source of light
51
PHYSICS
GRADE 10
1 Define the term diffraction and briefly describe why the diffraction of light is normally
observed.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2 Using appropriate diagrams, differentiate between the terms umbra and penumbra.
______________________________________________________________________________
______________________________________________________________________________
52
PHYSICS
GRADE 10
WEEK 5 LESSON 3
TOPIC: Rays of Light
Eclipses
Solar eclipse – occurs when the Moon moves into a position directly between the Sun and the
Earth. As a result a circular shadow is cast on the Earth. Such an eclipse appears as a total eclipse
if it is viewed from the umbra region, or as a partial if viewed from the penumbra region. Solar
eclipses do not happen very often, as although the Moon circles the Earth every 28 days, only
rarely are all three celestial bodies (Sun, Moon and Earth) in a straight line.
Solar eclipse
Lunar eclipse – occurs when the Earth moves into a position directly between the Sun and the
Moon. As a result, an area of full shadow totally covers the Moon. Normally, the Moon is out of
line with the Earth, and the Sun’s light falls on it to give a full moon.
Lunar Eclipse
53
Pinhole camera – is the simplest form of camera, consisting of a box with a pinhole at one end
and a screen made of tracing paper at the other end. An inverted (upside down) real image of an
object forms on this screen. If the pinhole is made larger, the image becomes brighter but also
becomes blurred. This is because a large pinhole acts like lots of small pinholes, each producing
an image in a slightly different position.
Image formation by a pinhole camera
Making a pinhole camera
The inside surfaces of a sturdy cardboard box are lined with black paper. A small circular hole
about 5 cm diameter is cut in the front of the box and a piece of thin, stiff cardboard or black
paper is pasted over the hole. A tiny hole is then made in the centre of this card or black paper
with a sewing needle. The cardboard at the back of the box is cut away and a sheet of cumple –
free white tracing paper or greaseproof paper is pasted over the opening to serve as a screen. The
box is carefully sealed with tape to make it lightproof.
54
PHYSICS
GRADE 10
Use household items and create a pinhole camera.
Carry out the following investigation using your pinhole camera:
1) Measure the size of the lamp or candle (object height)

2) Measure the size of the image formed on the screen (image height)
3) Measure the distance from the object to the pinhole (object distance)
4) Measure the distance from the image to the pinhole (image distance)
Calculate
(i)
(ii)
Compare the two ratios.
What quantity did you calculate in parts (i) and (ii) above?
55
56
SOLUTIONS TO WORKSHEET QUESTIONS
WEEK 1 LESSON 1 Worksheet Answers
1 A longitudinal wave is a progressive wave in which the oscillation or vibration is along

the line of the direction in which the wave is travelling. A transverse wave is a
progressive wave in which the oscillation or vibration is at right angles to the direction in
which the wave is travelling.
2 D
3 C
4 B
5 C
1
Quantity symbol Quantity term Unit Unit symbol
v Wavespeed metre per second ms-1
λ Wavelength metre m
f Frequency Hertz Hz
2 42 ms-1
3 81.25 Hz
4 0.4 m
5 200 Hz
57
1 A
2 D
3 A
4 B
5 A
6 4 cm
7 4.0 s
8 0.25 Hz
9 10 cm
10 2.5 Hz
58
59
Answers to the fill in the blanks question.
1 vibrate
2 strings
3 vibrate
4 prongs
5 vibrate
6 longitudinal
7 compressions
8 rarefactions
9 liquids
10 gases
11 vacuum
60
1 20 Hz
2 20 kHz
3 pitch
4 loudness
5 quality
6 loudness
7 pitch
8 quality
1 360 ms-1
2 364 ms-1
1 reflected
2 refracted
3 diffracted
4 reflection
5 refraction
6 refracted/bent
7 diffraction
61
(a)(i) Distance = a
(a)(ii) Distance = d + a
(b)(i) Distance travelled between echoes = 0.132 m
(b)(ii) Diameter of skull = 0.066 m or 6.6 cm
1 D
2 C
3 E
4 B
5 velocity
6 frequency
7 any correct type of em radiation named
8 correct source for named em radiation
9 gamma radiation
10 radio waves
62
63
Theory A: Considered light to be minute particles travelling at very high speed.
Theory B: Considered light to be a wave formation in which each point on a wavefront was a
source of secondary waves.
Property Theory A Theory B

Travels in a straight line  
Reflection  
Conveys energy  
Diffraction X 
64
1 Diffraction is the spreading of waves which occurs when a wave goes around an obstacle
or through a gap. There is only a change in direction, not in velocity, frequency or
wavelength.
Light diffracts when it passes through a gap. The wavelength of light is very small and
hence, it is only noticeable when the gaps are very narrow.
Umbra – the total or sharp shadow behind an opaque object where no light has reached. This
type of shadow is formed by point sources and has a clearly defined outline.
Penumbra – the area of a blurred or fuzzy shadow around the edges of the umbra. This type of
shadow is formed by larger, spread out sources of light. It is an area where a small amount of
light has reached.
The ratios are expected to be equal.
Quantity calculated is Magnification
65
TERM 3
PHYSICS
GRADE 10
Use the method described in the notes to carry out an investigation regarding the relationship
between the angle of incidence and angle of refraction. Complete the table below using results
from your experiment. Paste the results of your experiment in the space provided.
Angle of incidence, i/0 Angle of reflection, r/0

15
30
45
60
Results:
Using your results, what deduction can you make regarding the relationship between angle of
incidence and angle of reflection?
______________________________________________________________________________
1
WEEK 6 LESSON 2
TOPIC: Reflection of light – Virtual images
A real object is one which ‘gives off’ light either because it is self-luminous or because it reflects
light falling on it from other sources.
A real image is one formed by rays of light which actually meet at a point. Since the rays
forming the real images actually converge to a point, the real images can be focused on a screen.
A virtual image is one formed at the point from which the rays only seem to or appear to diverge.
Since the rays forming the virtual image are divergent, virtual images cannot be focused on a
screen. The image formed from a plane mirror is a virtual image.
2
Experiment to locate a virtual image of a plane mirror
1. Fasten a sheet of paper on a drawing board into which pins can easily be pressed.
2. Mark the reflecting line on the paper, and stand the reflecting surface of a plane mirror
upright on the line.
3. Press an object pin, O, into the board and mark its location.
4. With one eye, view the image I of this pin, then place a sighting pin P 1 exactly in line
with the image I and your eye so that the image is covered up.
5. With your eye in the same position, place a second sighting pin P 2 so that it covers up
both the object pin’s image I and P1. The image is now known to lie somewhere in line
with P1 and P2.
6. Mark these pin positions and remove the pins.
7. Now view the image I from a different position and repeat the process using sighting pins
P3 and P4.
8. Remove the pins and mirror, draw the lines through P 1P2 and P3P4 and also the line
joining the object O and image I.
The image will be found where the two lines cross.
3
Properties of the image formed by a plane mirror:
1. The image is virtual.

2. The image is the same size as the object.
3. The image distance is equal to the object distance.
4. The image is erected or upright.
5. The image is laterally inverted. That is, the left and right are reversed for the image. This
phenomena is very useful. The fronts of emergency vehicles, e.g. the ambulance have the
writing backwards. When this writing is viewed by a driver through the rear – view
mirror, the writing becomes normal.
Lateral inversion of the word AMBULANCE
4
1(a) Use the method described in the notes section to compare the object and image distance
for a plane mirror.
Complete the table below using results from your experiments
Object distance/ cm Image distance/ cm

2
4
6
(b) Using the results from your experiment, what deduction can you make regarding the
object distance and image distance?
______________________________________________________________________________
______________________________________________________________________________
(c) State TWO properties of the image formed by the plane mirror
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5
TERM 3
PHYSICS
GRADE 10
WEEK 6 LESSON 3
TOPIC: Refraction of light
Refraction is said to occur when light changes direction as it passes from one transparent
medium to another. The diagram below shows refraction as light enters a more optically dense
medium. The ray must enter the second medium at an oblique angle to its surface.
The passage of light rays through a rectangular block and a triangular prism of
transparent material
The angle of refraction (θ2) is the angle between the refracted ray and the normal (N). The angle
of incidence (θ 1) is the angle between the incident ray and the normal, and the angle of
emergence (θ 3) is the angle between the emergent ray and the normal. Note that the emergent ray
6
is parallel to the incident ray (lateral displacement) in the case of the parallel sided (rectangular)
block, but not in the case of the prism.
Two examples of observations which indicate that light can be refracted.
In figure below, a student is standing so that a coin placed in a container is just out of sight.
The coin becomes visible if water is poured into the container. Rays of the light from the coin are
refracted at the surface of the water making the coin appear higher than it actually is.
7
In figure above, water appears to bend a stick as it is half-immersed as shown. The rays of light
from the end of the stick at O are refracted at the surface of the water and so appear to come
from the point I.
Laws of refraction
The laws of refraction are:
-The incident and refracted ray (at the point of incidence) are on OPPOSITE sides (except for
normal incidence) of the normal and ALL lie IN THE SAME PLANE.
-SNELL’S LAW: for light passing from one medium to another, the ratio of the sine of the angle
of incidence to the sine of the angle of refraction is CONSTANT.
E.g. for refraction from medium 1 to medium 2:
1 n2 = = a constant
The refractive index can be given in terms of the ratio of the speed of light in air to the speed of
light in the medium.
8
Problem solving using Snell’s law
1 A ray of light is refracted at the boundary from air to glass. The angle of incidence is 30 0
and the angle of refraction is 200. Calculate the refractive index of the glass.
n= = = 1.5
2 A ray of light is refracted at the boundary of air to water. The angle of incidence is 25 0.
What is the angle of refraction? The refractive index of water is 1.33.
n=
sin r =
r = sin-1 ( )
r = sin-1 ( ) = 18.50
.
9
1 Define the term ‘refraction’
______________________________________________________________________________
2 What are the laws of refraction?
______________________________________________________________________________
______________________________________________________________________________
3 Use Snell’s Law to complete the table below.
Angle of incidence/ Angle of refraction/ Refractive index of Speed of light in

degrees degrees boundary material/ ms-1
30 1.33
20 1.45
50 30
[Speed of light in air = 3.0 x 108 ms-1]
10
TERM 3
PHYSICS
GRADE 10
WEEK 7 LESSON 1
TOPIC: Refractive Index
Experiment to determine the refractive index of glass
1. Trace the outline of a glass block on a white sheet of paper.

2. Using a protractor, draw a normal, in position as shown in the figure above. Measure
from it several angles of incidence, i.
3. Accurately aim the incident ray at X, and for each angle of incidence mark the directions
of the emergent ray with two crosses.
4. Remove the glass black, draw in the emergent and refracted rays and measure the angles
of refraction, r.
5. Tabulate the values of the angles of i and r and also the values of sin i and sin r.
11
6. Plot a graph of sin i against sin r.
The gradient of the graph will equal to the refractive index of the material.
Diagram showing the pathway of a ray of light through a glass block:
At X the incident ray 1 is bent or refracted as it enters the glass. At X, as the ray enters the
glass, angle r is smaller than angle i and we say the ray is bent towards the normal.
At Y, as the ray leaves the glass, it is bent back to its original direction. The angle of
refraction, now in the air, is larger than the incident ray.
When a ray of light enters an optically denser medium, it is bent towards the normal. When it
enters a less dense medium, it is bent away from the normal.
If the block of glass has parallel sides, the emergent ray, E, is parallel to the incident ray 1,
but it is laterally displaced.
12
A student was given an experiment to find the refractive index of glass as a CSEC Physics SBA
activity and produced the following results.
Angle of incidence, Angle of refraction, Sin i Sin r

i/degrees r/degrees
10.0 6.0
20.0 12.0
30.0 18.0
40.0 24.0
50.0 30.0
60.0 36.0
(a) Complete the table above.
(b) Plot a graph of sin i against sin r.
(c) Find the slope, n, of the graph.
(d) What does the slope, n, of the graph represent?
_____________________________________________________________________________
(e) Draw a labelled diagram identifying the apparatus used and angles measured by the
student to obtain the results.
13
(f) A ray of light is incident at an angle of 350. With the aid of dotted lines, use your graph to
calculate the angle of refraction produced.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
14
TERM 3
PHYSICS
GRADE 10
WEEK 7 LESSON 2
TOPIC: Dispersion
The diagram below shows how a prism may be used to produce a spectrum from a source of
white light (sunlight).
Newton’s experiments laid the foundation for work on how colours are produced from white
light. He showed that while light could be split up into its constituent colours using a triangular
glass prism. The band of colours produced by the prism is known as the spectrum of light. The
separation of the colours by the prism is known as dispersion.
The importance of Newton’s prism experiment must be emphasized. While others had theorized
Newton experimented. He changed the hole size, varied the position of the prism with respect to
the hole used different thicknesses of glass in order to find out what caused the colour.
15
Finally, he placed a second prism as shown and found that on a screen placed beyond the prisms
a path of white light was formed.
Here was conclusive proof that white light is indeed composed of colours which are refracted by
the prism and not introduced or added by the prism.
In another experiment he produced a SINGLE COLOUR by putting a narrow slit in front of the
spectrum produced by a prism. He then passed this single colour through another prism. This
single colour was the only colour to be formed on the screen, showing that a single colour
produced by a prism could not be split into other colours.
16
The colours of the spectrum
The colours are in Newton’s prism experiments are those seen in a rainbow: red, orange, yellow,
green, blue, indigo and violet, in that order. The colours gradually change from one to the next
with no clear-cut boundaries between them. For this reason, the spectrum of white light
described as being continuous. Each colour has a different frequency and wavelength from the
others and the light (or visible) spectrum is in fact only a small part of a much larger spectrum
called the electromagnetic spectrum.
A mnemonic to remember the colours of the spectrum is ROY – G – BIV.
17
1 Define the term ‘dispersion’
______________________________________________________________________________
______________________________________________________________________________
2 With the aid of labelled diagrams, describe an activity to illustrate the phenomena of
dispersion of light
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3 Draw labelled diagrams to show how the colours of the spectrum can combine to form
white light.
18
TERM 3
PHYSICS
GRADE 10
WEEK 7 LESSON 3
TOPIC: Critical angle and total internal reflection
When light goes from one medium in which it has low speed to a medium in which it has a
higher speed, its angel of REFRACTION is GREATER than its angle of incidence.
= ; if v2 > v1, θ2 > θ1
For each angle of incidence, the wave is BOTH REFLECTED (at an EQUAL angle) and
REFRACTED (at a GREATER angle).
At the CRITICAL angle of incidence, the wave is REFLECTED at the critical angle and
REFRACTED AT 900. (The refracted ray no longer passes into the second medium).
19
At any angle GREATER than the CRITICAL angle, TOTAL INTERNAL REFLECTION
occurs. (There is no refracted ray).
Conditions necessary for total internal reflection:

1. The ray of light is travelling from the more optically dense medium to the less optically
dense medium
2. The angle of incidence is greater than the critical angle
Problem solving:
The diagram above shows a ray of light, XY, incident on a right – angled prism, PQR, of
refractive index 1.5. The point of incidence on PR is such that the refracted ray inside the prism
is incident on PQ.
(i) Calculate the angle of refraction at the boundary, PR.
(ii) Given that the critical angle for the glass – air boundary, PQ, is 41.8 0, deduce whether or
not there would be total internal reflection at this boundary.
20
Solution:
(i) sin r =
r = sin-1 ( )
r = sin-1 ( ) = 28.10
.
(ii) At the PQ boundary, the ray will incident at an angle of 17 0. This angle is less than the
critical angle (41.80) so no total internal reflection will occur. Normal refraction will take
place.
21
1 Define the term critical angle
______________________________________________________________________________
______________________________________________________________________________
2 State the conditions necessary for total internal reflection
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3 State three applications of total internal reflection.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
22
4 The figure below is a side view of ABCD, a prism made from fused quartz (a type of
glass) of refractive index 1.46.
The ray MN is incident on face AD as shown.
Explain why MN will be totally internally reflected from the face AB.
23
TERM 3
PHYSICS
GRADE 10
WEEK 8 LESSON 1
TOPIC: Action of Lenses
A lens is any glass, plastic or other transparent refractive medium with two opposite faces, at
least one of which is curved.
Types of lenses
There are two basic types of lenses:
Converging lenses – are those that are thicker in the middle than at the edges and cause a
parallel beam of light to converge.
Diverging lenses – are thinner in the middle than at the edge and cause a parallel beam of light
to diverge.
24
Definitions relating to parts of a lens
The optical centre, C, is the point in the lens through which all rays will pass without any
deviation.
Object distance, image distance and focal length are measured from C.
The principal axis, XX’, is an imaginary line perpendicular to the lens and which runs through
the optical centre.
The principal focus, F, of a
i. converging lens is that point on the principal axis to which rays parallel to the principal
axis converge after refraction by the lens.
ii. diverging lens is that point on the principal axis from which a beam of light parallel to the
principal axis seems to come on leaving the lens.
The focal length, f, of a lens is the distance between the optical centre and the principal focus.
25
Since light can be incident on either side of a converging lens and a diverging lens, these lenses
would have two principal foci, one on either side of the lens.
The focal plane: this is the plane which is perpendicular to the principal axis and passes through
the principal focus.
26
1 In the space provided, draw a labelled diagram using the converging lens to show clearly
the following features:
i. Principal axis
ii. Principal focus
iii. Focal length
iv. Focal plane
2 Draw the ray shown as it emerges on the other side of the lens and its relation to the
focus. Show the principal axis and the focal length.
27
TERM 3
PHYSICS
GRADE 10
WEEK 8 LESSON 2
TOPIC: Images by Lenses
Difference between real and virtual images formed by lenses
VIRTUAL IMAGE REAL IMAGE

Image is observed at the point from which Image is formed where rays actually meet
rays only seem to come, (but NO light rays
actually pass through this imaginary point of
intersection)
No image is obtained on a screen placed at An image will be formed on a screen placed
this imaginary point (if it is possible to do so) at this point
Image is erect Image is inverted
Image is on the same side of the lens as the Image and object are on opposite sides of the
object lens
28
Examples of images formed by lenses
Virtual images produced by Real image focused on
A magnifying glass placed close to an object Screen placed behind a magnifying glass set
(e.g. the print of a page) in front of an open window
Spectacles used for correcting long and short Film of a camera
sightedness
Retina of the eye (The image formed is real,
diminished and inverted)
Screen used with a projector (the image
formed is real, magnified and inverted
Procedure for drawing ray diagrams
The object and image are represented by arrows and real rays are represented as straight solid
lines with arrows indicating direction.
In order to determine the size and magnification of the image and whether it is erect or virtual,
we draw rays from the tip of the object which is positioned on the principal axis.
Images are formed where real rays come together or where rays seem to come from.
In the figure above, (a) is showing that a ray parallel to the principal axis is refracted (by the
lens) to pass through F.
In (b), a ray arriving through F is refracted parallel to the principal axis.
In (c), a ray of light through the optical centre is undeviated.
29
1 Define the term ‘real image’
______________________________________________________________________________
______________________________________________________________________________
2 Define the term ‘virtual image’
______________________________________________________________________________
______________________________________________________________________________
3 Complete the table below to compare real and virtual images. Use a  for YES and X for
NO.
Real images Virtual Images

Image can be placed on a screen
Rays meet to form the image
Image is erect
Image is inverted
Image is on same side of lens as object
Image is on opposite side of the lens compared to
object
Image is produced by a magnifying glass
Image is produced by a projector
30
TERM 3
PHYSICS
GRADE 10
WEEK 8 LESSON 3
TOPIC: Ray diagrams
Placing the object between F and optical centre
Image formed is
1. virtual
2. erect
3. magnified
4. on the same side of the lens as the object and further away
Uses:
1. magnifying glass
2. instrument eyepieces
3. spectacles correction for long – sightedness
4.
31
Placing object at infinity
Image formed is at infinity.
Uses: produces a parallel beam of light as in a spotlight with lamp at O.
Placing object between F and 2F
Object formed is
1. real
2. inverted
3. magnified
4.
5. on opposite side of lens to O, beyond 2F
Uses:
1. projector
2. microscope objective lens
32
Placing object beyond 2F
Image formed is
1. real
2. inverted
3. diminished
4. on opposite side of lens between F and 2F
Uses:
1. camera
2. the eye
Object at infinity
Image formed is
1. real
2. inverted
3. diminished
4. on opposite side of lens at F
Uses: on objective lens of a telescope
33
Use graph paper and draw ray diagrams to get information to complete the table below.
Object height/ Object distance/ Focal length/ Image height/ Image

cm cm cm cm distance/ cm
5 7 10
5 15 10
5 22 10
34
TERM 3
PHYSICS
GRADE 10
WEEK 9 LESSON 1
TOPIC: Magnification
Linear magnification,m, is the factor by which the size of the object has been magnified by the
lens in a direction perpendicular to the axis of the lens.
It can be calculated by dividing the image height by the object height.

It can also be calculated by dividing the image distance by the object distance.
m= =
m= =
Magnification Effect of image when compared to the object

Greater than 1 Magnified
Less than 1 Diminished
Equal to 1 Same size
35
1 Keshorn investigated the relationship between image size, I, and object size, O, while
studying shadows.
His results are presented in the table below.
Image size, I/cm 2.5 5.0 7.6 10.0 12.6 15.0

Object size, O/cm 0.5 1.0 1.5 2.0 2.5 3.0
(a) Plot a graph of image size, I, versus object size, O.
(b) Calculate the gradient, G, of the line obtained.
(c) State the physical quantity with which the gradient of the graph, G, is associated.
______________________________________________________________________________
2 A 10 cm tall tablet computer was placed vertically 20 cm from a plane mirror. Its image
distance was found to be 20 cm.
Use the data given to calculate
(i) the height of the image of the computer
(ii) the magnification of this image
36
TERM 3
PHYSICS
GRADE 10
WEEK 9 LESSON 2
TOPIC: Focal length of a converging lens
The focal length, f, of a lens is related to the image distance, v, and the object distance, u, by the
following formula (lens formula):
= +
Practice problem:
An object is placed in front of a converging lens of focal length 12 cm. Find the nature and
position of the image when the object distance is 16 cm.
Rearranging the formula, = –
= – =
v = 48 cm.
Image is real and 48 cm away from the optical centre.
37
Experiment to determine the focal length of a lens
Materials needed:
 Converging lens
 White screen
 Metre rule
 A distant object
Procedure
1. Hold the lens so that its axis points in the direction of the sun.
2. Place the screen behind the lens to receive light rays focused by the lens.
3. Move the lens and/or the screen along the axis of the lens until the sharpest image of the
Sun (or the distant object e.g. tree) is obtained on the screen as a tiny, brilliant spot of
light if the Sun is used, or a tiny tree or building, as the case may be.
4. Measure the distance between the centre of the lens and the screen at this point. Do not
forget that the lens does have some thickness.
5. Repeat the procedure from the beginning four more times.
6. Calculate the mean of the five readings taken.
Caution: Take care never to look directly at the Sun
38
1 The lens formula is = +

State what each symbol represent in the formula.
f:____________________________
u: ___________________________
v: ___________________________
2 Use the formula to complete the table below

u/cm v/cm f/cm
2.00 0.25
15.00 6.00
14.00 11.70
39
TERM 3
PHYSICS
GRADE 10
WEEK 9 LESSON 3
TOPIC: Problem solving: Focal length of a converging lens
In an experiment to determine the focal length of a convex lens, a group of Grade 11 students set
up the apparatus as shown below:
The students measured object distances (u) and corresponding image distances (v) and recorded
the information in the table below.
u/cm 𝟏
( ) v/cm 𝟏
( )
𝒖 𝒗
20.0 55.6
30.0 30.2
40.0 23.8
50.0 22.2
60.0 20.0
70.0 19.2
40
(a) Complete the table to show the values of and .
[Include units and calculate to three significant figures]
(b) Plot a graph of against .
(c) Calculate the gradient of the graph to one significant figure.
(d) State the value of the intercept, c, on the axis.
______________________________________________________________________________
(e) Given that c = , determine f, the focal length of the lens.
41
TERM 3
PHYSICS
GRADE 10
WEEK 10 LESSON 1
TOPIC: Problem solving: Refractive index
Testing of a new material to be used as an anti – reflective coating for eye glasses has yielded the
results shown below.
Angle of incidence, i/0 30.0 40.0 50.0 60.0 70.0

Angle of refraction, r/0 23.5 30.5 38.0 43.7 48.5
sin i
sin r
(a) Complete the table by calculating the values of sin i and sin r.
(b) Use the readings to plot a graph of sin i against sin r.
(c) Calculate the gradient of the graph
42
(d) Calculate the angle of refraction if the angle of incidence s 90 0 for this new material.
(e) The anti – reflective coating works best if its refractive index is the square root of the
refractive index is the square root of the refractive index of the lens in the eye glasses.
Determine the refractive index of the lens that gives the best result.
43
TERM 3
PHYSICS
GRADE 10
WEEK 10 LESSON 2
TOPIC: Problem solving
Electromagnetic waves consist of visible light and radiations higher or lower than the
wavelength of light.
(a) Identify ONE type of radiation with wavelength:

(i) longer than visible light _________________________________________
(ii) shorter than visible light _________________________________________
(b) Complete the table which relates to the sources and uses of electromagnetic waves
Name of wave Source Use

X – ray To take X – ray pictures
Gamma ray
Radio wave
(c) If gamma rays have a wavelength of 3.0 x 10-12 m, calculate the frequency of this type of
radiation.
44
(Velocity of all electromagnetic waves = 3.0 x 108 ms-1)
(d) A ray of red light emerges from a glass block as shown below.
If the block has a refractive index of 1.5, determine the value of the angle e.
45
TERM 3
PHYSICS
GRADE 10
WEEK 10 LESSON 3
TOPIC: Problem solving
In 2010, Sound Navigation and Ranging (SONAR) was used to detect the presence of submerged
oil plumes in the Gulf of Mexico after a massive oil spill. The figure below shows a ship using
SONAR to locate an oil plume.
(a) Explain, with reference to the figure above, how SONAR was used to determine the
depth of an oil plume.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
46
(b) If echoes are received 0.3 seconds after being sent, calculate the depth of the oil plume
below the detector, given that Velocity =
[Speed of sound in sea water = 1450 ms-1]
47

Grade 10 Physics - 2021 - Term 3

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Grade 10 Physics - 2021 - Term 3

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MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

TOPIC: Types of Waves

WEEK 1 LESSON 1 Worksheet

1 Differentiate between longitudinal and transverse waves.

Which of the following terms is defined by the above statement?

(A) longitudinal pulse (B) longitudinal wave

(C) torsional pulse (D) transverse wave

3 Which one of the labelled points is in phase with point H?

(A) K (B) L (C) O (D) P

Which of the following terms is defined by the above statement?

(A) longitudinal pulse (B) longitudinal wave

(C) torsional pulse (D) transverse pulse

(A) parallel to the direction of travel of the wave

TOPIC: Wave Parameters

Wavelength, λ, is the distance between two adjacent or successive crests or troughs

Speed = frequency x wavelength

where period is measured in seconds (s) and

Speed = frequency x wavelength

WEEK 1 LESSON 2 Worksheet

Quantity symbol Quantity term Unit Unit symbol

5 A period of 0.005 s yield a frequency of ___________.

TOPIC: Graphs representing waves

1. The displacement – position graph

WEEK 1 LESSON 3 Worksheet

(A) amplitude (B) frequency

(C) velocity (D) wavelength

2 A wave train is shown below.

The wavelength is equal to the length of

(A) the line segment PQ

(A) amplitude (B) frequency

(C) period (D) velocity

The wavelength of this wave is approximately

(A) 2 cm (B) 4 cm (C) 6 cm (D) 12 cm

The amplitude of this wave is approximately

(A) 1.5 cm (B) 4 cm (C) 6 cm (D) 12 cm

6 What is the amplitude of the wave? __________

Questions 9 and 10 refer to the wave shown below.

9 The amplitude of the wave is ________.

TOPIC: Behaviour of water waves

WEEK 2 LESSON 1 Worksheet

SECONDARY ENGAGEMENT PROGRAMME

TOPIC: Sound Waves – Production and Propagation

Musical instrument Vibrating system

SECONDARY ENGAGEMENT PROGRAMME

WEEK 2 LESSON 2 Worksheet

1 Fill in each of the blanks with an appropriate word.

Sound is transmitted as a _________6_________ wave. When sound passes through a medium it

2 Describe a simple experiment to demonstrate that sound requires a medium to be

SECONDARY ENGAGEMENT PROGRAMME

TOPIC: Properties of sound waves

Musical notes have three properties:

SECONDARY ENGAGEMENT PROGRAMME

WEEK 2 LESSON 3 Worksheet

Fill in each of the blanks with an appropriate word.

The range of frequency detected by the human ear is from _______1________ to

SECONDARY ENGAGEMENT PROGRAMME

TOPIC: Speed of sound

Measuring the speed of sound using echoes.

1. Stand 100 m at right angles to a large wall.

speed = = 330 ms-1

Using formula, speed =

Time taken = = = 3.03 s

SECONDARY ENGAGEMENT PROGRAMME

Sound is transmitted as a _6_ wave. When sound passes through a medium it

The range of frequency detected by the human ear is from _1__ to